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* of the Microfiche and Hardcopy Reproductions ERIC Makes Available * * Via the ERIC Document Reproduction Service (EDRS) DOCUMENT RESUME ED 120 103 95 SP 009 854 AUTHOR Golinick, Donna M.; And Others TITLE Multicultural Education and Ethnic Studies in the United States. An Analysis and Annotated Bibliography of Selected ERIC Documents. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. Ethnic Heritage Center for Teacher Education.; ERIC Clearinghouse on Teacher Education, Washington, D.C. SPONS AGENCY Bureau of Postsecondary Education (DREW /OE), Washington, D.C.; National Inst. of Education (DREW), Washington, D.C. PUB DATE Feb 76 GRANT G007501382 NOTE 179p. EDRS PRICE MF -$(.83 HC-$10.03 Plus Postage DESCRIPTORS *Annotated Bibliographies; Classroom Materials; *Ethnic Studies; *Instructional Materials; Minority Groups; *Teacher Education IDENTIFIERS *Multicultural Education ABSTRACT This book, an annotated bibliography and analysis, was produced by the Ethnic Heritage Center for Teacher Education of the American Association of Colleges for Teacher Education (AACTE) and the ERIC Clearinghouse on Teacher Education; it contains abstracts of documents from the ERIC system on multicultural education and ethnic studies. The main categories of documents are concept materials, classroom materials, curriculum materials, and program materials. Each entry includes an abstract, the ERIC ED number, the availability of the document (microfiche or hardcopy), and identification of the ethnic group being described or discussed in the document. The bibliography itself is preceded by a section reviewing the literature on multicultural education and is followed by an explanation of how the ERIC search was conducted and an analysis of the bibliography. A list of locations with ERIC microfiche collections and a glossary of ERIC terms complete the book, along with descriptons of the work of the Ethnic Heritage Center, ERIC and AACTE. (CD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** Multicultural Education and Ethnic Studies in the United States An Analysis and Annotated Bibliography of Selected Documents in ERIC U S DEPARTMENT OF HEALTH. EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THs5 DOCUMENT HAS BEEN REPRO- DUCED ERECTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION OR IG1N ATING IT POINTS OF VIEW OR OPINIONS STATES.) DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Ethnic Heritage Center for Teacher Education Agih\American Association of Colleges \ for Teacher Education CLEARINGHOUSE ON TEACHER EDUCATION NATIONAL ADVISORY COUNCIL Ethnic Heritage Center for Teacher Education Dr. Tomas Arciniega, Dean Ms. Ann Chisholm, Education Coordinator School of Education Community Services Division of United San Diego State University Planning Organization San Diego, California Washington, D.C. Dr. Carl J. Dolce, Dean Dr. Todd I. Endo, Assistant to the School of Education Superintendent North Carolina State University Arlington Public Schools Raleigh, North Carolina Arlington, Virginia Dr. Richard James, Associate Dean Ms. Patricia Locke, Director Morgan State College Western Interstate Commission on Baltimore, Maryland Higher Education Boulder, Colorado COMMISSION ON MULTICULTURAL EDUCATION American Association of Colleges for Teacher Education Dr. Tomas Arciniega, Chairperson Dr. Arthur Coladarci Dean, School of Education Dean, School of Education San Diego State University Stanford University Dr. Nancy Arnez Dr. Richalid James Professor of Higher Education Associate Dean, School of Education College of Education Morgan State College Howard University Dr. Gwen Baker Dr. Paul B. Mohr, Sr., Board Professor of Education of Directors Liaison University of Michigan Dean, College of Education Florida A & M University Dr. Harry Bowes Dr. Consuelo Otero President Director of Communications University of Southern Colorado University of Puerto Rico STAFF Ethnic Heritage Center for Teacher Education Frank H. If-Lassen, Codirector joost Yff, Codirector Donna M. Gollnick, Program Associate Patricia A. Shay, Secretary MULTICULTURAL EDUCATION AND ETHNIC STUDIES IN THE UNITED STATES An Analysis and Annotated Bibliography of Selected ERIC Documents DonnaM. Gollnick Frank H. Kiassen Joost Yff ETHNIC HERITAGE CENTER FOR TEACHER EDUCATION of the American Association of Colleges for Teacher Education Published by: American Association of Colleges for Teacher Education Number One Dupont Circle, N.W. Washington, D.C. 20036 and ERIC Clearinghouse on Teacher Education Number One Dupont Circle, N.W. Washington, D.C. 20036 February 1976 SP 009 854 4 U. S. Office of Education This document was made possible in part by Grant #G007501382 with the Office of Education, BPE/DIE, U.S. Department of Health, Education and Welfare. Points of view or opinions stated do not, therefore, necessarily represent officially the Office of Education's position or policy. American Association of Colleges for Teacher Education This material does not necessarily reflect the viewpoints of the American Association of Colleges for Teacher Education (AACTE). AACTE is printing this document to stimulate discussion, study, and experimentation of multi- cultural education among educators. ERIC Clearinghouse for Teacher Education The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under government sponsor- ship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Association of Colleges for Teacher Education (AACTE) for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either AACTE or the National Institute of Education. Library of Congress Number: 76-10056 Standard Book Number: 910052-96-4 TABLE OF CONTENTS PAGE FOREWORD RATIONALE vii CHAPTER 1: MULTICULTURAL EDUCATION--A LITERATURE REVIEW 1 CHAPTER 2: BIBLIOGRAPHY OF ERIC DOCUMENTS RELATED TO MULTICULTURAL EDUCATION AND ETHNIC STUDIES IN THE UNITED STATES 26 THE MATRIX DEVELOPMENT 26 ARRANGEMENT OF DOCUMENTS 29 BIBLIOGRAPHY CONCEPT MATERIALS TEACHER EDUCATION 31 GENERAL 38 REPORTS 70 SURVEYS 80 CLASSROOM MATERIALS TEACHER EDUCATION 83 JUNIOR HIGH/HIGH SCHOOL 85 CURRICULUM MATERIALS PRESCHOOL/ELEMENTARY 86 JUNIOR HIGH/HIGH SCHOOL 91 COLLEGE 102 GENERAL 103 PROGRAM MATERIALS TEACHER EDUCATION 109 COLLEGE '17 GENERAL 117 6 OTHER MATERIALS BIBLIOGRAPHIES 119 DIRECTORIES 125 CHAPTER 3: ANALYSIS OF THE BIBLIOGRAPHY 127 APPENDIX A: ERIC MICROFICHE COLLECTIONS 140 APPENDIX B: GLOSSARY 154 ETHNIC HERITAGE CENTER FOR TEACHER EDUCATION 162 ABOUT ERIC--EDUCATIONAL RESOURCES INFORMATION CENTER 163 ABOUT AMIE 164 FOREWORD In every nation the formal and informal educationalprocesses and systems seek primarily to conserve and preserve the dominant ideologies, customs, laws, and institutions of that society. Insofar as education is looked upon as the "engine of the future," it also seeks to energize youth and adults toward qualities and conditions of life that promote social progress and bridge the gap that ordinarily exists between the status quo, on'the one hand, and social reality, justice and the human aspirationon the other. This gap and the energies that are pressed into service to reduce the gap and provide new dimensions to society,on a national or global scale, create the environment and motivation foreducational and social change. The historical tendency of American institutions, including education, to encourag, the concept ofa cultural "melting pot" in an attempt to fuse the culturally pluralistic and ethnically diverse immigrant populations has come under increasing attack during recent decades. The rights of previously disenfranchised peoples and the Native Americans, both as culturalgroups and citizens, has also become an issue of national importance.The cry for ethnic identity and survival as well as for multicultural understanding within a culturally pluralistic nation has given significant impetus toward social and educational change at local, state, and federal levels. In this process serious questions have been raised regarding the adequacy and equity of current educational opportunities and the veracity and integrity of curriculum materials used in the schools. Legitimate grievances are being aired by those whose cultural or ethnic identity has becomea barrier to personal and intellectual development and by those whose opportunity to gain recognition for the contributions they have made to the broader cultural mosaic of America has been stymied. A significant body of literature, research, and legalpre- cedents has emerged which attempts to record and clarify these conditions and prescribe future educational strategies leading to social justice and equality
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